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MGMT 4102 OB – Individual Written Research Work Instructions and Topic

Each student will individually research and write a research work no less than 10 pages but longer if necessary.

The topic is the impact AI (Artificial Intelligence) will have on your area of study, i.e. your academic major.

If your major is Accounting, your work will be on ‘AI Impact on Accounting.’

If your major is General Business, your work will be on ‘AI Impact on US Businesses.’

If not a Business Major or undeclared, your work will be on ‘AI Impact on US Businesses.’

The research work will include a title page/cover sheet, table of contents/outline, main body section, bibliography, and an appendix section if needed.

The 10 pages DO NOT include the title page/cover sheet, table of contents/outline, bibliography, and appendix. Put images, graphs, pictures in appendix section.

The work and any additional files must be in MS Office Software format, i.e., Word, double spaced, one inch margins on all four sides, font and size are Arial 12, and use APA Style.

A zero grade will be given for any work not submitted in MS Office Software format or if the wrong file is submitted.

Grammar Errors. One or more points for each grammatical error will be taken off any course work, i.e. research works, PPT Presentations, short written history assignment help, postings in D2L Discussions, TEAMS, business plans, etc.

Use the following structure for your research work:

Part I – Introduction and Outline, on first page, state topic/title, student name, course name and section number. Put outline on second page. Outline must be detailed phrases or sentences, not single words. (5% of grade)

Part II – Definition, Brief History, Current Situation, Possible Future Growth/Decline. (25%)

Part III – Specific impacts as either threat (negative impact) or opportunity (positive impact), or both, on your area of study, major, i.e., Accounting, Finance, etc. (25% of grade)

Part IV – Strategies (plans of action) state what a professional/leader in your area should do to offset threats and/or take advantage of opportunities. These specific strategies should be both short term (1-3 years) and long term (greater than 3 years). (25% of grade)

Part V – Reflection Section – This is one of the most important sections. Each student must write a small section (4-5 paragraphs) with three parts, at the end of the work.

The three parts are:

1. what you learned about topic from doing the project, i.e., what you found new and/or interesting,

2. what you learned about the process (doing) the project, and

3. how you can use the information learned in 1 and 2 to enhance your professional and personal life. (15% of grade)

Do not just put in facts you learned about the topic, but how knowing these facts will make you a better professional and/or better person. This section is at the end of work but before the Bibliography section.

Part VI – Bibliography. See following for information on the bibliography. (5% of grade) 

– Place the bibliography at the end of the work and use APA Style.

– The bibliography must have at least 25 sources, with only 5 being direct internet sites, as most internet sites are not very credible sources. Most internet sites are biased as the sites are made by private businesses, governments, or organizations which favor a certain view https://anyessayhelp.com/assignment-help-service/get-history-assignment-help-from-expert-writers/ .

– DO NOT use any encyclopedia, i.e., Wikipedia, or basic dictionaries for your sources.

– Use academic articles from academic journals (best), professional/business and public magazines/newsworks, books, interviews, government sources, and internet sites.

– Use current sources (less than 10 years old), unless a classic source, i.e., Drucker.

– If you cannot physically go to a library, use the online CSU Library access to articles, books, etc. and through the GIL Member Libraries, nearly 30 Georgia University Libraries.

– Using a library through the internet does not count as an internet source, as the online library is a data base. It is a road to take you to other sources, i.e., books, journal articles, etc assignment help.

– If you use information in an internet site, it counts as a direct internet site, 1 of only 5 allowed.

– If you use information from an article, magazine, or book listed/contained on an internet site, it counts as an article, magazine, or book source.

Due Date and File Submission

– See syllabus for due date and time.

– Title your file: Semester – Section Number – Title – your last name, your first name.

Example: 2021FA – Sec 90 – AI Impact on Accounting – Smith, Judy.

Large Files

– If file is too big for ‘BRIGHTSPACE (D2L/DESIRE 2 LEARN) Assignments’ folder, email through CSU General Email or CSU OneDrive, before the due date. If using CSU OneDrive, give Dr. Garsombke permission. Contact HUB for help with CSU OneDrive.

– Most internet servers are extremely slow in uploading files. Plan for 2-3 hours for large file.

– Student Requests for Extensions of Due Date for any Semester Long Assignments: For any course work that is a semester long project, i.e., Individual Research Works, Group Research Projects, etc., (following CSU Academic Policies) extensions of due dates cannot be granted unless the student can provide official written documentation that the reason, (i.e., medical) which prevented them from completing the work was for the entire semester.

– Grading done during the following 2-3 weeks. After grading completed, final course grades available on date in CSU Academic Calendar.

These guidelines were prepa¬r¬ed by Dr. Thomas Garsombke, 2021. All Rights Res¬er¬v¬ed. No pa¬rt of this wr¬¬¬i¬¬t¬i¬ng may be re¬pr¬o¬duced, stored in a retrieval system, or trans¬m¬i¬t¬t¬ed, in any form or by any me¬a¬ns, ele¬c¬tronic, mec¬hanical, photocopy¬ing, reco¬r¬ding, or ot¬h¬erwi¬se, wit¬h¬out prior written perm¬is¬s¬ion of the author https://anyessayhelp.com/ .

WAYS TO APPROACH THE EXPOSITORY work:

Option 1

Paragraph 1: Hook, introduce the topic, and end with a thesis statement.

Paragraph 2: Background of the issue.

Paragraph 3: Side 1 of the issue (pro, for example).

Paragraph 4: Side 2 of the issue (con, for example).

Paragraph 5: Side 3 (maybe it’s a blend of the sides 1 & 2 or a grey area).

Paragraph 6: Conclusion

Option 2 

Paragraph 1: Hook, introduce the topic, and end with a thesis statement.

Paragraph 2: Both pro & con within a subtopic of the issue (ex: school uniforms & gangs)

Paragraph 3: Both pro & con within a subtopic of the issue (ex: school uniforms & cost)

Paragraph 4: Both pro & con within a subtopic of the issue (ex: uniforms & individuality)

Paragraph 5: Conclusion

Remember, a body paragraph is like a container. If you were moving out of your house, you wouldn’t put your forks and socks in the same box, right? Each body paragraph should make a claim about the piece you are writing about. For example, each paragraph might be about a symbol in the work that speaks to the overall theme the work is trying to argue. The structure of that body paragraphs should be:

1. Topic sentence

2. Supporting evidence/quote

3. Explain what that quote means and how it proves the point you are making.

4. Tie this to thesis/show how it applies to the thesis and transitions to next paragraph. 

Then, you need a conclusion paragraph that sums up all your main points from the body paragraphs.

Organizer 

Thesis statement:

Topic sentence 1:

Evidence:

What that evidence illustrates:

Topic sentence 2:

Evidence:

What that evidence suggests:

Topic sentence 3:

Evidence:

What that evidence means:

Conclusion

Read Textbook: “Statistics: A Tool for Social Research and Data Analysis”, 11th Edition by Joseph F. Healey, Christopher Donoghue and use the PowerPoint slide to answer the following questions. (MUST BE THIS EDIITION)

Chapter 9 & Introduction to Research Ethics

After considering the kinds of research situations in which two sample tests of significance are appropriate, this chapter presents tests of significance for sample means (both large and small samples) and sample proportions. Towards the end of the chapter, we consider the factors that affect the probability of rejecting the null. One of our purposes here is simply to increase awareness and understanding of the hypothesis testing process. More importantly, we want to make the distinction between statistical significance and theoretical and/or practical importance. We hope that by the time students encounter this section, they will be comfortable enough with the overall process to begin to appreciate the strengths and limitations of hypothesis testing. The theme of statistical significance versus importance is picked up again at the end of Chapter 11 and the beginning of Chapter 12 as a way of making the transition from inferential statistics to measures of association.

Learning Objectives

• 

o Identify and cite examples of situations in which the two-sample test of hypothesis is appropriate.

o Explain the log of hypothesis testing as applied to the two-sample case.

o Explain the concept of independent random sampling.

o Perform a hypothesis test for two samples means and two sample proportions following the five-step model and correctly interpret the results.

o Explain how each of the factors (especially sample size) affect the probability of rejecting the null hypothesis.

o Use the Student’s t distribution to conduct a hypothesis test on small samples.

o Explain the differences between statistical significance and importance.

o Use SPSS to conduct a test of significance for the difference between sample means.

To complete this assignment, refer to the Scenario from Concept Review 1 – See Assignment which follows this description.

Dr. Banner is the medical director of a kidney treatment center that includes a dialysis center. He has compiled data on the patient compliance with dialysis treatments for his patients. He has identified one group; African American males, aged 40 -60, as having the lowest levels of compliance with dialysis. This group averages 5 missed appointments each month. Dr. Banner conducts a literature review of research on African American males’ compliance with dialysis treatment he found that African American males have the highest level of complications related to kidney failure and the shortest long-term survival. His literature review also found that social-cultural issues have an impact on compliance for men in this demographic group. Issues related to self-worth, masculinity and, distrust of the health care system in general, have all been identified in previous research as factors that interfere with compliance with medical treatment regimens. Dr. Banner believes that if he can build a sense of community and trust among these men, he can improve compliance for this population and reduce poor health outcomes. He believes he can improve outcomes for these patients by using patient education, socialization and support techniques similar to those used by self-help groups like Alcoholics Anonymous. He is proposing an intervention which will build supportive relationships and community among his patients and raise awareness about disease management to improve patient compliance. He theorizes that this intervention will lead to better health outcomes for these patients. Dr. Banner recognizes that to be successful he must ensure that the intervention is meeting the needs of these patients, therefore, he will identify and include the patients and their families in designing and implementing the intervention and evaluating the success of the intervention. He will gather input from patients and their families by using focus groups and an open-ended survey. After one year, Dr. Banner will conduct a study to determine if the intervention was successful.

Assignment

Based on the scenario described in Concept Review 1 (described again below) we can see that Dr. Banner is proposing a form of participatory action research (PAR). This is because the intervention he is proposing to address the problem involves the patients themselves in developing the solution. His research will include a patient satisfaction survey that is partially designed based on patient feedback resulting from a focus group. He will also measure patient compliance with dialysis for the program participants before and after the intervention. Based on this week’s lecture describe the ethical issues raised and how Dr. Banner can address them to protect the research participants in a brief work.

Requirements for Submission:

• Uploaded as a MS Word document by due date

• No face sheet is needed

• Minimum of 5 complete sentences

• Free of grammar, spelling, sentence structure and punctuation errors

• Correct application of key terms from the lecture.

Requirement Complete Answer

No Errors Mostly

Complete

Errors do not interfere with

Meaning Severe Errors or not addressed

• Double-spaced – no face page

• Each answer must be a minimum of 5 sentences

• Upload as MS Word document to Blackboard by due date

• Free of spelling and grammar and punctuation errors

1 .5 0

• Correct application of key terms from the lecture 4 .2 0

TOTAL 5    

Get An Oder Like The One Below From Our Nursing Writers

Introduction

Leadership consists of
various qualities, skills and aspects relating to the action of leading an
organization or a group of individuals (Ennis et al, 2013). The focal point of
the NHS is to enable cultures that provide safe, compassionate and high-quality
care (West et al, 2015). Furthermore, leadership has an impact on a number of
different aspects such as mortality levels, patient satisfaction, staff
well-being, financial performance and generally, the quality of care (West et
al, 2015). The Francis report discussed the importance of distributed
leadership, whereby all healthcare professionals are enabled to think freely,
make decisions and take control themselves. It leads to the provision of
high-quality care (Francis, 2013). This piece of work will assess effective
leadership and why it is a necessity within nursing practice.

Communication

Ennis et al (2013) implemented
a study in order to assess the communication characteristics needed for good
leadership within nursing. Interviews were carried out, outlining how effective
communication is key in order to provide high quality care, develop as a
professional and to harbor working relationships (Ennis et al, 2013). The study
produced the following themes: choice of language, listening skills, relevance,
non-verbal communication and relationships. Participants outlined that good
leaders have the knowledge to choose the type of language used and can adapt it
to any scenario that they are faced with. In addition, they suggest that an
effective leader considers the outcome and consequence of each conversation
(for example, whether further support was needed) (Ennis et al, 2013). When
leadership is successful, it enables excellence and ethical and
patient-centered care (Ennis et al, 2013).

Furthermore, it was
noted that good leaders needed to be able to listen, be affable and have
patience (Ennis et al, 2013). One participant outlined that listening should be
first and foremost, valuing its importance and showing great interest in what
the patient has to say (Ennis et al, 2013). Respondents noted the need for
effective communication across all aspects of nursing; with junior staff,
between healthcare professions and when directly caring (Ennis et al, 2013).
Good clinical leaders need to be able to communicate to a high level, adapting
to enable all patients to understand, noting body language, non-verbal cues and
avoiding medically complex terms as much as possible (Ennis et al, 2013). The
study notes the link between effective communication and the amount of
influence that leader has, the team’s performance and their development of
staff member relations (Ennis et al, 2013). Guidelines by NICE also emphasize
the importance of effective communication to enable high quality care (NICE,
2016). Non-verbal communication is also key; effective leaders need to note
their body language and level of eye contact, assessing not only their own
non-verbal cues, but also those of the patient or fellow professional (Ennis et
al, 2013). This will enable them to judge the scenario and to foresee any
issues that may arise (Ennis et al, 2013). Within the study by Ennis et al,
(2013) respondents outlined that good leaders had excellent people skills,
building a good rapport with everyone. To do so, respect and treating each
person as an individual is key (Ennis et al, 2013). It is also vital to ensure
that no judgements are made and that support is offered when needed (Ennis et
al, 2013). Effective leaderships can only be implemented when these areas are
adhered to, building work relationships and providing high quality,
patient-centered care (Ennis et al, 2013).

Emotional intellect

Emotional intellect is
a key aspect to adhere to when managing situations and caring for patients
(Powell et al, 2015). Controlling emotions and self-awareness are both vital
components of emotional intellect (Powell et al, 2015). Doing so decreases the
risk of burnout and ensures that patients are receiving high quality care
(Powell et al, 2015). In addition, being aware of one’s emotions enables a
collaboration that is needed to meet the needs of individuals within the
complex and increasingly technical NHS system (Powell et al, 2015).

The qualities of a leader

The main traits of a
good leader were assessed by Yukl (2013). They consist of a high level of
energy, stress coping mechanisms, confidence, control, maturity, integrity, as
well as being a high achiever, with low needs for affiliation. Nursing leaders
need to be empowering, promote independence, encourage a critical and effective
work environment and remain positive (Jukes, 2013). They should enable fellow
healthcare professionals to build resilience, enabling them to make their own
decisions yet providing protection when needed (Jukes, 2013). In order to
achieve structural change for the provision of high-quality care, the following
should be adhered to: promoting inclusive team work, maintaining trust, seeking
contribution, using personal authenticity, valuing relationships, enabling
learning and challenging any issues that arise (Cleary et al, 2011). Patients
need support and care which cannot be carried out without effective leadership
(Cleary et al, 2011). If a nurse does not show effective leadership skills,
they often retreat towards more traditional methods of behavior (more
documentation and relying on medicine), instead of promoting patient-centered
care (Jukes, 2013). Furthermore, leaders need to support any professionals that
they are responsible for in following the nursing and midwifery code at all
times (Nursing and Midwifery Code, 2015: 18).

The qualities of a manager

Managers oversee a
certain area, supervising fellow staff and ensuring that patient care is
upheld, in addition to administrative aspects (Jukes, 2013). Concerns are
addressed through their specialized nursing experience, good communication and
the ability to take the lead (Jukes, 2013). Good communication is key when
assessing any risks, managing plans, delegating work and ensuring the effective
and safe provision of resources (Jukes, 2013). Delegating work is an integral
part of effectively leading, encouraging active learning, whilst freeing up
more time for aspects that cannot be delegated (Weir-Hughes, 2011). Delegation
is a necessity, especially when staff numbers reduce and pressures rise
(Griffin, 2016). Managers also demonstrate excellent leadership skills by
improving nurse confidence and upholding morale (Timmins, 2011). They need to
ensure that staff are communicating effectively, in order to provide high
quality, safe care (Timmins, 2011). This can be carried out by implementing an
open leadership style, listening to the nurses and involving the team when
making decision (Timmins, 2011). Gilmartin and D’Aunno (2007) outline how nurses prefer managers who are
emotionally intelligent, facilitate change and who actively participate.
Further stating that this leads to cohesion, a sense of empowerment and reduces
stress and burnout (Gilmartin and D’Aunno,
2007). Management and leadership can only be improved by adhering to the
following: ensuring a good set of qualities and knowledge, a supportive environment,
an adequate number of managers and ensuring rewards or acknowledgement for good
practice (World Health Organization, 2007).

Ineffective leadership

Ineffective leadership
can lead to the unsafe provision of care (Nicolson et al, 2011). This was portrayed
during the 1990s, in which nurse Beverly Allitt
murdered children by injecting them with insulin. She was not supervised and
the deaths were not challenged by management (Nicolson et al, 2011). More
recently, the investigation into the Airedale NHS trust found nurse Anne
Grigg-Booth to be providing dangerous care. Many patients died under her care,
which was noted as an abundance of failures in which dangerous actions were not
acknowledged by management (Nicolson et al, 2011). Within the Mid Staffordshire
Foundation Trust, a lack of leadership and supervision detrimentally impacted
upon the lives of many, with high mortality rates (Nicolson et al, 2011). The
Francis Report identified various issues such as, call bells not being
answered, patients lying in their own urine and left without water or food
(Francis, 2013). Saving money was a priority and management preferred to meet
targets than deal with individual needs and thus leadership was poor (Nicolson
et al, 2011). Ineffective management has not only led to unsafe care but cost
more than £16m in legal fees and implementation costs (Calkin, 2013).

Transformational leadership

Transformational
leadership encourages nurses to provide a high level of care by making
influential changes (Cleary et al, 2011). It involves the following actions:
building trust with fellow healthcare professionals, showing integrity,
inspiring team members, offering intellectual inspiration, adhering to the
needs of each individual and providing support (Malloy and Penprase,
2010). With this leadership style, professionals provide clear aims and a
pathway for their work, prioritising mutual respect,
working together, gaining nurse autonomy and upholding staff morale (Cleary et
al, 2011). Doing so prevents burnout, improves job satisfaction and a sense of
commitment (Cleary et al, 2011). Transformational leadership can be contrasted
with the transactional style in which leaders focus upon meeting targets (it is
not creative, reflective and prevents emotional connection) (Cleary et al,
2011).

Support for the transformational leadership
style

A study was
implemented by Malloy and Penprase (2010) on 122
nurses in order to assess their supervisor’s leadership style. The following
leadership styles were analysed: transactional,
transformational, exceptional-active, exceptional-passive and laissez-faire
(Molloy and Penprase, 2010). The study concluded that
aspects of transformational leadership were connected with 17 out of 37 areas
within the working environment, as calculated by the Copenhagen Psychosocial
questionnaire (Molly and Penprase, 2010). Leaders
implementing the transactional style also made positive contributions, but
fewer than that of a transformational style (Molly and Penprase,
2010). In addition, the laissez-faire, exceptional-passive and
exceptional-active styles all negatively impacted the nursing environment
(Molly and Penprase, 2010). Corrigan et al (2002)
carried out a mental health study, consisting of 236 leaders who had
responsibility for 620 staff members. Leaders who noted themselves as high on
the transactional style, had staff outlining low transformational scores. In
comparison, leaders who noted high levels of inspirational and stimulatory
aspects were likely to have staff who felt that their style was transformative
(Corrigan et al, 2002). Lastly, staff members who stated that their leader has
a transformational style experienced less burnout, a better working environment
and support, adhering to conclusions by Malloy and Penprase
(2010). In a time of uncertainty, healthcare budget cuts, policy changes and
financial strain, transformational leadership is key (Cleary et al, 2011). It
encourages staff to treat patients with respect and dignity, promoting patient-centred care and upholding values (Cleary et al, 2011).
Many argue however, that there needs to be more evidence into whether
transformational leaderships enable better care, improved quality of life and
patient satisfaction (Holm and Severinsson, 2010).

NHS leadership review

The government
published findings in order to analyze leadership within the NHS (Department of
Health, 2015). It noted three main areas of concern: a lack of vision, poor
management and leadership and the need for clear pathways in regards to NHS
management careers (Department of Health, 2015). The key recommendations
include: refreshing the NHS graduate scheme, the transfer of NHS leadership
Academy to Health Education England as those responsible for training and
introducing a minimum term on some senior management contracts. In addition,
managers should be supported and have their knowledge updated regularly in
order to prevent ‘skill fade’ (Department of Health, 2015: 53). The report
concluded that, ‘the NHS as a whole, lacks a clear, consistent, view of what
‘good’ or ‘best’ leadership looks like’ (Department of Health, 2015: 20). The
recommendations focus upon training, management, support, performance
management and bureaucracy (Department of Health, 2015).

Conclusion

To conclude, effective
leadership is necessary in order to provide a high level of safe care. It leads
to patient-centered care, excellent communication skills and high quality care.
Leaders need to communication well, have emotional intelligence, distribute
work and implement a transformational style. Whereas poor leadership can lead
to death or severe harm, as took place in the independent investigation into
the Airedale NHS trust. Ineffective leadership was also a main aspect of why
the detrimental acts of Anne Grigg-Booth went undetected by managers (Nicolson
et al, 2011). To emphasise, leadership is a key area
of the NHS and so it is vitally important to ensure that behaviours,
communication skills, qualities, skills, leadership styles and strategies are
focused upon to improve (West et al, 2015). Without doing so, the lives of many
will be affected.

 

 

 

 

 

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